LCAP Technical Assistance Presentation. State & Federal Programs

Transcription

1 LCAP Technical Assistance Presentation State & Federal Programs

2 Recommended Timeline for July October 2015 Identify and consult stakeholders Conduct needs assessments Review available data for Annual Report Develop timeline for data collection and reporting Report demographic information via CALPADS Review alignment of district plans with LCAP November January 2016 Consult stakeholders Continue updating progress on Annual Report Review LCAP goals, actions and services for needed adjustments Review final, SBEapproved LCAP & Annual Report Template Review proposed state budget ( ) and local implications February - March 2016 Consult stakeholders Review draft LCAP Evaluation Rubric when available Continue modification of LCAP and updating progress on Annual Report Present draft LCAP to stakeholders, including PACs April - June 2016 Consult stakeholders Review May revision of proposed State budget ( ) and local implications Invite public comment on draft LCAP Present draft LCAP to PACs Respond to comments in writing Finalize Annual Report Hold LCAP and budget public hearing Receive local board approval Submit to COE Receive LCAPs from charter schools 2

3 Guiding Questions from LCAP Template Annual Update 1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes? 2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes? 3) How have the actions/services addressed the identified needs and goals of specific school sites and were these actions/services effective in achieving the desired outcomes? 3

4 LCAP - Guiding Principles Performance focused relationship among plans, funding use, outcomes for students Simplicity and transparency Student-focused local identification of needs, provide equitable opportunities State priorities define metrics but rely on local determination of measurement Stakeholder engagement-parents, students, educators, broader community

5 Section 1and Annual Update Implications Section 1: Stakeholder Engagement Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), and specify the minimum requirements for school districts; Education Code sections 52066(g), and specify the minimum requirements for charter schools. In addition, Education Code section specified the requirements for translation of documents. Education Code (g) A governing board of a school district shall consult with teachers, principals, administrators, and other school personnel, local bargaining units of the school district, parents, and pupils developing a local control and accountability plan. Education Code (g) has the same requirements for county offices of education 5

6 Section 1and Annual Update Implications Section 1: Stakeholder Engagement Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA s goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures. Previously, the verb was engage and now it is consult which matches Education Code Added to the instructions are all the people who are to be consulted, including school personnel and local bargaining units as applicable, also in Education Code The remaining changes are related to capturing in the revised Section 2 what was previously in Sections 2 and 3A and 3B. 6

7 Section 1: Guiding Questions on Stakeholder Engagement 1. How have applicable stakeholders (e.g., including parents and pupils of unduplicated pupils and unduplicated pupils identified in Education Code ; community members; local bargaining units; LEA personnel; county child welfare agencies, county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners and others as appropriate) been engaged in developing, reviewing, and support implementation of the LCAP? 2. How have stakeholders been included in the LEA s process in a timely manner to allow for engagement in the development of the LCAP? 7

8 Section 1: Guiding Questions on Stakeholder Engagement (continued) 3. What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was this information made available? 4. What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA s engagement processes? 5. What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and , including engagement with representative parents of pupils identified in Education Code section ? 8

9 Section 1: Guiding Questions on Stakeholder Engagement (continued) 6. What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)? 7. How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities? 9

10 Section 1: LCAP Template Involvement Process Impact on LCAP Identify stakeholder meetings Attribute actions and services to input from stakeholders Annual Update: Annual Update: 10

11 Section 1: LCAP Template Involvement Process At there were a series of opportunities for parents to give input on our school goals and priorities for the coming years. Throughout the school year, students, parents, staff, and community members have had opportunities to provide the site with feedback via surveys, conversations, and poster gallery walks that present participants with essential questions about how to improve our school's academic program, our school climate and our facilities and programs. DELAC Meetings September 4, 2015 (23 Parents, 5 staff, 2 administrators) October 6, 2015 (22 Parents, 6 staff, 2 administrators) Impact on LCAP FROM DELAC MTGS: Increase advanced class offerings (see Goal 1) Zero period program to support World Language and Arts (see Goal 1) Home visits from the school (see Goal 3) More multicultural awareness and community events (see Goal 3) PBIS training for parents (see Goal 4) Annual Update: DELAC Meetings September 4, 2015 Reviewed EOY Data and status of implementation of LCAP services Annual Update: EOY Attendance data met goals, DELAC parents recommended continuance and possible expansion of attendance liaison personnel 11

12 Classification of Students for LCFF English Learners (EL) Based on Home Language Survey and California English Language Development Test (CELDT) No time limit for funding Reclassified students (Fluent English Proficient) will no longer generate additional funding Low Income (LI) Qualify based on free and reduced price meals eligibility. Foster Youth (FY) Foster youth are students who have been placed into an institution, group home, or private home of a state-certified caregiver or under the placement and care of the county welfare department, county probation department or tribal organization. All foster youth qualify as Low Income students. 12

13 Subgroups are considered numerically significant if there are 30 or more students with the exception of Foster Youth where 15 students are considered numerically significant. Racial/Ethnic Subgroups Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or more races Other Subgroups English Learners Low Income Students with Disabilities Foster Youth 13

14 Required Representation from Parent Groups If students are part of one or more of these subgroups, parents or families must be included in the Parent Advisory Group. Parent Advisory Group Low Income rep Foster Youth rep English Learner rep All Parents District EL Parent Advisory Group (if district enrollment includes): 15% ELs At least 50 EL pupils Members of pre-existing committees (DELAC) may be included in the LCAP EL Parent Advisory Committee. 14

15 SPSA Sample Form A LEA GOAL: All Students in the Pine Tree School District will be educated in a safe and healthy learning environment SCHOOL GOAL: (Goals should be prioritized, measurable, and focused on identified student learning needs.) By May 31, 2013, the percentage of students that report feeling safe or very safe on the PTSD Stakeholder Survey at Pine Tree Middle School will increase from 40% to 60%. What data did you use to form this goal? California School Climate Survey California Healthy Kids Survey PTSD Stakeholder Survey of students, staff, parents, and community Comments and testimonials of PTMS students and staff What were the findings from the analysis of this data? In 2012 PTSD Stakeholder Survey, 60% of PTMS students said they felt unsafe or very unsafe at school Similar patterns were noted in the most recent CHKS and CSCS How will the school evaluate the progress of this goal? This school goal will be evaluated on an annual basis as part of the SPSA evaluation process STRATEGIES: 1) PTMS will use an inquiry-based approach to identify major student safety issues, review current practices, and identify potential strategies or interventions to increase student safety.

16 SPSA Sample Form State Programs Allocation Consolidated in the SWP Local Control Funding Formula (LCFF) Base Grant Purpose: To provide flexibility in the use of state and local funds by LEAs and schools $ LCFF Supplemental Grant Purpose: To provide a supplemental grant equal to 20 percent of the adjusted LCFF base grant for targeted disadvantaged students $ LCFF Concentration Grant Purpose: To provide an additional concentration grant equal to 50 percent of the adjusted LCFF base grant for targeted students exceeding 55 percent of an LEA s enrollment $

17 Team Discussion What is your process this year for continuing to work with stakeholder groups to monitor goal implementation and student outcomes? How do you intend to consult with all groups? 5 minutes 17

18 Annual Update - LCAP Section 2 18

19 Annual Update LCAP Section 2 19

20 Annual Update Important for business and program staff to work together for Estimated Actual Annual Expenditure column. Complete a copy of this table for each of the LEA s goals in the prior year LCAP. Duplicate and expand the fields as necessary. 20

21 Annual Update Annual Update Instructions: For each goal in the prior LCAP year, review the progress toward the expected annual outcome(s) based on, at a minimum, the required metrics pursuant to Education Code sections and The review must include an assessment of the effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the LCAP. 21

22 Annual Update Estimated Actual Annual Expenditures Timing The annual update is completed in conjunction with next year s LCAP Start gathering data on actions and services that are being provided to share with stakeholders by January Review audit requirements 22

23 Annual Update Annual Audit Manual The LCAP will be reviewed during the annual audit. 23

24 Guiding Questions from LCAP Template Annual Update 1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes? 2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes? 3) How have the actions/services addressed the identified needs and goals of specific school sites and were these actions/services effective in achieving the desired outcomes? 24

25 Guiding Questions from LCAP Template Annual Update 4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update? 5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services? 6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences? 25

26 Team Discussion 1. Discuss your district s plans to collect data and report progress in preparation for the Annual Update. 5 minutes 26

27 LCAP Annual Update Appendix Definitions a) Chronic absenteeism rate b) Middle School dropout rate c) High School dropout rate d) High school graduation rate e) Suspension rate f) Expulsion rate 27

28 LCAP Section: 2 Goals and Services Local Control and Accountability Plan and Annual Update Template. Introduction: ADD A BRIEF EXECUTIVE SUMMARY/DISTRICT DESCRIPTION LEA: Contact (Name, Title, , Phone Number): LCAP Year: Local Control and Accountability Plan and Annual Update Template The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational agencies (LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, , and The LCAP and Annual Update Template must be completed by all LEAs each year. For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities and any locally identified priorities. 28

29 GOAL 1: All students will receive high quality instruction in Common Core and NGSS standards from highly qualified teachers in 21st Century Classrooms. Related State and/or Local Priorities: 1 X 2 X X 7 8 X 8 COE only: Local : Specify Strategic Plan Goals 1, 2, 5 Identified Need : Need: Students need access to highly qualified teachers, high quality materials and facilities, and daily instruction in the Common Core standards and NGSS standards. Metrics: MAKE SURE METRICS include the required metrics for the STATE PRIORITIES the goal addresses Williams validation, HR records, BTSA records, Rate of teacher mis-assignments, PD sign-in sheets, Curriculum maps, curriculum pacing maps, lesson plans, report cards, instructional materials inventories, iready and BAS assessments, and teacher and classroom observations, SARC Goal Applies to: Schools: LEA Wide Applicable Pupil Subgroups: ALL 29

30 LCAP Year 1: By June 2016, all students will receive instruction from teachers who are appropriately assigned, using Common Core curriculum materials, in adequate, well-maintained facilities. Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted Expenditures 1.1 All teachers are appropriately assigned and fully credentialed in their subject areas. Certificated Personnel Salary + Benefits 1.2 All new teachers will participate in BTSA. Administer the Clear Multiple Subject, Single Subject, and Ed. Specialist Induction Programs: Support Provider training, Participating Teacher PD and 1:1 mentoring related to Pedagogy, Equity, Teaching ELs, and Teaching Special Populations. Recommendation of Participating Teachers for Clear Credentials upon successful completion of the program LEA-wide X All OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) Cost of Personnel, $80,000 avg per teacher (141 FTE [teachers]) $11.28 Million 0000 Unrestricted LCFF BASE Salary (1000) + Benefits (3000) 1.2 Cost to administer BTSA new teacher induction program: Per teacher charge: $4,400 x 37 FTE (teachers) $4,400 x 37 = $162, : Unrestricted LCFF Base 1.3 All teachers assigned to ELA and Math will participate in Common Core ELA, Math and ELD professional development. Stipends for teachers Cost for trainers, per diem rates, stipends for PD, per teacher 0000: Unrestricted Base $2,000 30

31 LCAP supporting students: Multi Tiered System of Support - MTSS Intensive Intervention Services SPED services, 1-1 tutoring or monitoring, Behavior Plan Intervention Services After School Tutoring Programs; Intervention Classroom; School Linked Services, Community Liaison, Additional Counseling, Attendance Liaison, LCSW Universal Services for all Fully Credentialed Teachers, Common Core Curriculum, PBIS 31

32 LCAP Supporting Students Go beyond the Data Example: State Priority #5 Student Engagement required metric is attendance Disaggregate data by grade span, by subgroup, by site What does the data say? What does your stakeholder information say? Using a Multi-tiered System of Support for the whole child and family: What actions and services might be needed? A kindergarten attendance dip at a site is it consistent over time? 1. Could be an indication for Parent education? 2. Health care access? 3. Safe welcoming classroom environment?

33 LCAP Supporting Students Go beyond the Data Example: State Priority #5 Student Engagement required metric is attendance What does the data say? What does your stakeholder information say? Using a Multi-tiered System of Support for the whole child and family: What actions and services might be needed? A specific school site shows a dip in attendance 1. Is there a need for Parent Education? 2. Are parents aware of absences? An attendance liaison to insure communication with parents? 3. Is there a bullying issue as some students report they are afraid? 4. Clean, welcoming, healthy facilities and classrooms? 5. Academic avoidance? What supports are in place? 6. Is the playground, cafeteria, safe and welcoming?

34 SCHOOLWIDE USAGE LCFF Schoolwide usage of funds follows federal guidelines: Title I schools with percentages of students from low-income families of at least 40 percent may use Title I funds, along with other Federal, State, and local funds, to operate a "schoolwide program" to upgrade the instructional program for the whole school. 34

35 Targeted Schools For Schools that don t qualify for Schoolwide allocation LCFF also allows flexibility Targeted assistance schools design, in consultation with parents, staff, and district staff, an instructional program to meet the needs of those students. Both schoolwide and targeted assistance programs must use instructional strategies based on scientifically based research and implement parental involvement activities. 35

36 Discussion How is your district using supplemental and concentration funds? What have you noticed about the planned increased or improved services? Have you developed any new services, ideas or resources to share? 36

37 Section 3: Use of Supplemental and Concentration Grant funds and Proportionality A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5). Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.) Total amount of Supplemental and Concentration grant funds calculated: $948,697 Highlight the Intervention Services to support the identified needs of students If using funds districtwide or schoolwide justify why this is the most effective use of funds to address needs 37

38 B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a). Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils % 38

39 Rubric Development Process Practitioner and Community Advisory Group Policy Advisory Group Rubric Design Group CDE-SBE-WestEd Research Advisory Group Recommendation to the SBE for Rubric Approval 39

40 LCFF Rubrics Align to the LCFF design principles: student focused, equity, transparency, and performance Serve as a resource that LEAs find useful to guide reflections and provide helpful ideas to support students Support of a continuous improvement process focused on student level outcomes Facilitate reflection that supports local ownership of planning and implementation of actions that support student level outcomes

41 LCFF Rubrics NOT grade or judge, but provide ways to identify strengths, areas for improvements, and strategies to improve Include other resources and tools that in combination support high-quality planing and implementation Extend to all strategic planning and implementation efforts Rubrics are not limited to LCAPS

42 LOCAL CONTROL AND ACCOUNTABILITY PLANS QUESTIONS AND FINAL COMMENTS 42

43 T Thank You Update Contact Information Michael Bachicha